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var str = 'Enhancing critical thinking through ICTS in the LMD System: The case of Abdelhamid Ibn Badis University';
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]]>
critical thinking]]>
learning]]>
ICTs]]>
LMD]]>
EFL]]>
contexts]]>
learning outcomes]]>
Starting from the assumption that learning is a mental process shaped by cognitive and metacognitive capacities and that the LMD promotes developing competency, this work unfolds the role of this newly introduced system in enhancing critical thinking. This paper highlights the way Information Communication Technologies are used in our university and exhibits their contribution in developing critical thinking. For this, we will primarily study different elements that enhance critical thinking and its social function, and then move to the role Information Communication Technologies play in its development. The final step analyses fourth semester’s students’ outcomes and drawbacks when dealing with this module in the department of English.]]>
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var str = 'El Ouchdi- Mirali, Ilhem Zoubida';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 61-67]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/796/665]]>
application/pdf]]>
eng]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/796]]>
10.52919/translang.v14i1.796]]>
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var str = 'Сравнительный анализ порядка членов предложения в русском и арабском языках';
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]]>
Russian]]>
speech order]]>
teaching the russian language]]>
Russian]]>
speech order]]>
teaching the Russian language.]]>
Comparative analysis of sentenceorder in Russian and Arabic
This article deals with the role of translation in teaching Russian to Algerian students. In this research, we have briefly touched upon the theoretical and practical aspects of translation from Russian into Arabic and from Arabic into Russian. In particular, we studied the question of the order of speech in Arabic and Russian and how to translate it. Speech order is an essential issue in translation. In this article, we suggest models for translation.]]>
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var str = 'Abid , Louafi';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 116-122]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v12i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2013-12-31]]>
Copyright (c) 2013 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/675/556]]>
application/pdf]]>
rus]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/675]]>
10.52919/translang.v12i2.675]]>
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var str = 'Le défi de la diversité culturelle et l’enseignement du FLE en Algérie';
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]]>
cultural skill]]>
intercultural approach]]>
teaching French foreign language]]>
didactic proposals]]>
intercultural consciousness]]>
cultural skill]]>
intercultural approach]]>
teaching French foreign language]]>
didactic proposals]]>
intercultural consciousness]]>
The challenge of cultural diversity and the teaching of French as a foreign language in Algeria
The intercultural approach is imperative in the teaching French foreign language because no human, in archaic or modern society is without culture, but every culture is singular and Algeria does not make the exception and the Algerian learner is multicultural and multilingual. Then how can we make sensitive our learners in the cultural skill and which are the didactic proposals to approach the intercultural in class of French as a foreign language?]]>
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var str = 'Cheikh, Saadia';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 28-35]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/795/664]]>
application/pdf]]>
fra]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/795]]>
10.52919/translang.v14i1.795]]>
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var str = 'Präteritumschwund';
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]]>
tense decline]]>
German language]]>
past tense]]>
tense system.]]>
tense decline]]>
German language]]>
past tense]]>
tense system]]>
Past tense fading
The German language is constantly changing. Examples of language change in New High German include the decline of the subjunctive II in favour of the paraphrase of dignity, the reduction of unstressed endings and the simultaneous construction of new endings on prepositions. An older language change can still be traced in its effects on German today, the so-called Upper German preterit decline. This denotes the omission of the past tense in Early New High German in southern Germany. A phenomenon that continues to spread northward to this day. The present paper aims at studying the German tense system focusing on the fading of the past tense and the reasons behind the phenomenon. The decline in the past tense is one of the most obvious morphological developments in Alemannic (or Upper German). The consequence of giving up this synthetic way of working was the transfer of the past category to syntax. This has led to a strong typological drift of Alemannic in the course of an analytical and additionally bracketed language type. The disappearance of the past tense contrasts in a peculiar way with the preservation, even the secondary expansion, of synthetic subjunctive.]]>
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var str = 'Bourouba , Chahinez';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 105-115]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v12i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2013-12-31]]>
Copyright (c) 2013 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/674/555]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/674]]>
10.52919/translang.v12i2.674]]>
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var str = 'Pour une Traduction de Qualité';
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]]>
dynamic equivalent]]>
functional equivalent]]>
intention]]>
appropriation]]>
déverbalisation]]>
reverbalisation]]>
reformulation]]>
dynamic equivalent]]>
functional equivalent]]>
intention]]>
appropriation]]>
déverbalisation]]>
reverbalisation]]>
reformulation]]>
For a Quality Translation
There is no translation type, model, since all work is subject to a retranslation, producing a different understanding of the same, according to space and time considerations, contextual, or conceptual notional. Translation act satisfies the requirements of the creation to the survival of the original text through time because it is aging which produces a gap between two eras, two cultures, two texts, finally two drives. It is then necessary to retain different methods and approaches to make ownership of the original and the same extrapolation of the paradox between the two posed any translation. The interpretive model (the verbal noun/ the déverbalisation of thought), the functional model (reformulation of the dynamic equivalent expressions in the source text) and finally the model of relevance (the involvement of mediators including cognitive, socio-cultural). Translation is thus an act negotiated between the literary-functional equivalence, relevance and the interpretative approach based on the principle of déverbalisation and reverbalisation. Translate then a metaphor’s construction, sliding, denial, resistance, finally betrayal.]]>
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var str = 'Zinai, Djamel Eddine';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 223-230]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/794/663]]>
application/pdf]]>
fra]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/794]]>
10.52919/translang.v14i1.794]]>
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var str = 'Motivation und Selbstlernen mit Computer';
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]]>
German learning]]>
Media]]>
technology.]]>
German learning]]>
media]]>
technology]]>
Motivation and self-learning with computers
The new media are the focus of this scientific work and teaching in the fields of media education and media research. The importance of computer use as an entry point into the world of new digital media is highlighted. These new media can enrich and develop foreign languages if the foreign language learners themselves have the necessary technical and methodical-didactical competence. Self-directed learning opens up the possibility of organizing the learning process for individual needs and abilities. The learners must be aware of their available strategies and techniques and be able to anticipate the success of the respective method based on the learning objective.]]>
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var str = 'Shafi , Sihem';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 100-104]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v12i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2013-12-31]]>
Copyright (c) 2013 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/673/554]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/673]]>
10.52919/translang.v12i2.673]]>
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var str = 'Los Hispanismo en el Árabe Dialectal Oranés: Interacción e Interculturalidad';
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]]>
Oran]]>
Spanish presence]]>
Interculturality]]>
Heritage]]>
safegaurding]]>
Oran]]>
Spanish presence]]>
Interculturality]]>
Heritage]]>
Safeguarding]]>
Hispanisms in Oran Dialectal Arabic: Interaction and Interculturality
The presence of the Spaniards in Oran lasted for several centuries, this long stay starting with the 10th century, marked the Oran people in their spoken dialect. The Spanish language in Oran as a linguistic tool, allows us today more than ever to dive back into our history, to question our memory, to reconsider and evaluate our true identity. Because beyond the Oran/Spain borders is a Spanish-speaking history, also impregnated with our civilizational values and witness today of these socio-cultural interferences inherited from a common history. My paper aims to highlight some significant aspects of a common interculturality that must be safeguarded, preserved and maintained.]]>
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var str = 'Nourine Elaid, Lahouaria';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 108-116]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/792/661]]>
application/pdf]]>
spa]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/792]]>
10.52919/translang.v14i1.792]]>
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var str = 'Strukturelle Syntax';
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]]>
levels of analysis]]>
structuralism]]>
syntax.]]>
levels of analysis]]>
structuralism]]>
syntax]]>
On Structural syntax
The beginnings of structuralism lie with the Geneva linguist Ferdinand de Saussure, who is therefore sometimes referred to as the "father" of structuralism. Important terms of structuralism are: langue/parole, synchrony/diachrony, descriptive/prescriptive, syntagmatic/paradigmatic, relevant feature/redundant feature. The concept of signs and the arbitrariness of signs also play an important role in structuralism. The present paper aims at studying the principles of struclturalism. The method of structuralism is initially inductive, even if it can lead to throwing the results, known different corpus, not realized and of which one waits that the results make clear. In other words, structuralism, in one way or another, always aims to read a text according to some grid that reorganizes it.]]>
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var str = 'Bourouba , Karima';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 91-99]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v12i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2013-12-31]]>
Copyright (c) 2013 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/672/553]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/672]]>
10.52919/translang.v12i2.672]]>
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var str = 'Language Dilemma in Algerian Higher Education Pre-University Schooling in Arabic and Medical Studies in French';
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]]>
Standard Arabic]]>
medicine in French]]>
low academic achievement]]>
attitudes]]>
This paper attempts to show a language dilemma related to higher education in Algeria. The question tackles ‘baccalauréat’ holders’ choice of university courses: though basic knowledge is acquired in Standard Arabic, the official language of instruction in Algeria in high school diploma, a number of university streams are provided in French, only taught as a foreign language. Freshmen interested in medicine, for instance, are faced with learning difficulties if they do not master French. An investigation of a group of medical students, undertaken in Tlemcen, has revealed some of these issues, in particular the low academic achievement from the part of the students. The study also deals with their attitudes towards French, usually positive among those who have a good command of the language, but negative among others. We also touch upon the issue of language policy in the Algerian education system as some students have expressed the desire of pursuing medical studies in Arabic.]]>
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var str = 'Dendane , Mohammed El Amine';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 159-164]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/791/662]]>
application/pdf]]>
eng]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/791]]>
10.52919/translang.v14i1.791]]>
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var str = 'Beurteilen und Bewerten im DaF- Studiengang';
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]]>
Assessment]]>
evaluation]]>
German language]]>
teaching.]]>
Assessment]]>
evaluation]]>
German language]]>
teaching]]>
Assessing and evaluating in the Deutsch course
The debate about the German language lessons is decisively shaped worldwide by keywords like evaluation and assessment. The situation at the Algerian universities and in the German department is similar. The examination and testing procedure is constantly being questioned because the results achieved do not correspond to the wishes of the teaching team. In this article, the interest is in pursuing the question of assessment and evaluation in the context of the German department at the University of Oran. The German language course is the focus of the present study. The previous experience with regard to the implementation of tests and examinations that are planned in each semester in the respective subjects is considered a particular inspiration for this analysis. In addition, due to the persisting problem of evaluation, countless conferences, congresses and workshops are regularly organized worldwide. However, one would like to emphasize that assessment didactics in the German language as a foreign language area have made huge strides in the last two decades. There is already a consensus on the most important assessment criteria. The European Framework of Reference, which provides interesting strategies and techniques for assessment and assessment in German language as a foreign language lessons, is considered one of the most important reference sources for evaluation.]]>
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var str = 'Seddiki, Aoussine';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 83-90]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v12i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2013-12-31]]>
Copyright (c) 2013 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/671/552]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/671]]>
10.52919/translang.v12i2.671]]>